面對研究所課堂使用學術簡報技巧及廣泛使用英語情況下，學習者對於學習簡報技巧的需求增加。然而對學習者而言，學習英語普遍面臨的問題像是學習焦慮、恐懼和緊張都可能阻礙學習者學習好的表達技巧。
本研究旨在研究影響英語學術口頭報告焦慮的因素及探討英語系和非英語系學生在學術口頭報告策略運用上的差異，及學習學術口頭報告焦慮和策略運用上兩者間的相關性，並針對兩組不同焦慮組的學生 (高焦慮組、低焦慮組) 分析其在學習學術口語簡報焦慮和策略運用上之差異性。
本研究共有61位來自英語系和非英語系的學生參與問卷調查。研究測量工具分別採用McCroskey學者於1970年研發的Personal Report of Public Speaking Anxiety (PRPSA) 量表及Nakatani學者於2006年研發的口語溝通策略量表作為研究工具，並針對高焦慮組及低焦慮組學生進行訪談，兩組不同焦慮組依據PRPSA量表結果分組後，再藉由描述性統計、皮爾森積差相關分析和獨立t檢測的量化方式進行分析。
研究結果顯示簡報內容、口語流暢性及表達技巧等三項最會產生學習焦慮。而發音準確性及軟體操作則被歸類為最不會影響學習焦慮的因素。再者，研究發現英語系及非英語系學生分別在社會情意策略使用上有顯著差異性。而對放棄訊息溝通策略和企圖以思考策略兩者呈現顯著負相關。另外，高焦慮組及低焦慮組學生在放棄訊息溝通策略使用上也有顯著差異性。
本研究在教學上的啟示為瞭解外語口語學習焦慮因素以因應焦慮程度及教學策略運用。最後，研究者指出本文的限制並提供若干建議，作為未來教學者及相關研究的運用及參考。

The use of academic presentation approaches in graduate classrooms and the wide-spread use of English have increased the demand to learn good presentation skills but the existence of feelings such as anxiety, apprehension, and nervousness in learners may prevent them from acquiring good delivery skills. The purpose of this study was to investigate the factors contributing to academic oral presentation anxiety, explore the differences between English majors and non-English majors in terms of strategy employment in academic oral presentation, examine the relationship between academic oral presentation anxiety and strategy employment, and compare the differences in oral communication strategy employment between High-Anxious and Low-Anxious students.
A total of sixty-one participants, English majors and non-English majors participated in this study by answering the statements provided in two questionnaires: Personal Report of Public Speaking Anxiety (PRPSA) (McCroskey, 1970) and Oral Communication Strategy Inventory (OCSI) (Nakatani, 2006), and a follow-up interview was made available focusing on high and low-anxious students. High-Anxious and Low-Anxious students were grouped based on the result of PRPSA. Moreover, the collected data were analyzed using descriptive statistics, Pearson product-moment correlation, and independent sample t-test.
The results showed that three biggest sources of anxiety can originate from content of presentation, oral proficiency, and delivery skill. However, accuracy of pronunciation and handling software were identified as the least anxiety-provoking factors. Moreover, a significant difference was found in the use of Social Affective strategies between English majors and non-English majors. Besides, negative significant correlations were found in the use of Message Abandonment Strategies and Attempt to Think strategies. Furthermore, a statistically significant difference was also found in the use of Message Abandonment strategies between high-anxious and low anxious-students.
The pedagogical implications of these findings for understanding foreign language anxiety issues in academic oral communication were discussed in accordance with anxiety level and strategy employment. Besides, limitations of the study and suggestions for future research were provided.

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